Hardware, performance, and complex interface issues are just a few barriers that Geographic Information Systems (GIS) instructors must overcome when collaborative efforts extend beyond their classrooms. As GIS technologies evolve, instructors must adapt quickly to new tools and methods to maintain effective collaboration and ensure students achieve positive learning outcomes. Successful cooperation between departments, institutions, and other organizations requires preparation and sustainability throughout the semester to foster meaningful partnerships and support institutional goals. This dissertation applies the Resource Dependency Theory (RDT) to identify and define the challenges faced by GIS instructors, examining how they navigate these barriers by leveraging internal and external resources necessary to support student learning. The study aims to pinpoint the primary obstacles GIS instructors encounter and the strategies to overcome them when collaborating beyond their academic department. This research seeks to enhance the understanding of effective GIS education and collaboration practices by addressing these challenges. The research methodology includes qualitative data collection through focus groups, semi-structured interviews, and surveys, providing in-depth insights into the experiences of GIS instructors. The findings will offer valuable insights into how GIS instructors can improve resource utilization and establish successful partnerships. Additionally, this study will provide recommendations for to support GIS instructors in overcoming collaboration barriers. This dissertation aims to contribute to the broader discussion on the issues surrounding GIS education and collaboration. By addressing these challenges, instructors can improve partnerships across academic and professional settings in GIS education, leading to more integrated and effective teaching practices.
","abstract_html":"<p>Hardware, performance, and complex interface issues are just a few barriers that Geographic Information Systems (GIS) instructors must overcome when collaborative efforts extend beyond their classrooms. As GIS technologies evolve, instructors must adapt quickly to new tools and methods to maintain effective collaboration and ensure students achieve positive learning outcomes. Successful cooperation between departments, institutions, and other organizations requires preparation and sustainability throughout the semester to foster meaningful partnerships and support institutional goals. This dissertation applies the Resource Dependency Theory (RDT) to identify and define the challenges faced by GIS instructors, examining how they navigate these barriers by leveraging internal and external resources necessary to support student learning. The study aims to pinpoint the primary obstacles GIS instructors encounter and the strategies to overcome them when collaborating beyond their academic department. This research seeks to enhance the understanding of effective GIS education and collaboration practices by addressing these challenges. The research methodology includes qualitative data collection through focus groups, semi-structured interviews, and surveys, providing in-depth insights into the experiences of GIS instructors. The findings will offer valuable insights into how GIS instructors can improve resource utilization and establish successful partnerships. Additionally, this study will provide recommendations for to support GIS instructors in overcoming collaboration barriers. This dissertation aims to contribute to the broader discussion on the issues surrounding GIS education and collaboration. By addressing these challenges, instructors can improve partnerships across academic and professional settings in GIS education, leading to more integrated and effective teaching practices.</p>","abstract_has_math":false,"creators":["Paige, Charidy"],"institution":null,"degree_name":"Information Systems and Technology, PhD","degree_level":"Open Access Dissertation","degree_discipline":"Center for Information Systems and Technology","degree_department":null,"school":null,"contributors":["Itamar Shabtai","Warren Roberts","Guillermo Douglass-Jaimes"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T01:41:09Z","subjects":["Geographic Information Sciences"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/1003","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Itamar Shabtai","Warren Roberts","Guillermo Douglass-Jaimes"]},{"key":"dc:creator","label":"Author","values":["Paige, Charidy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-08-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Center for Information Systems and Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Information Systems and Technology, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Geographic Information Sciences"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/1003"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Hardware, performance, and complex interface issues are just a few barriers that Geographic Information Systems (GIS) instructors must overcome when collaborative efforts extend beyond their classrooms. As GIS technologies evolve, instructors must adapt quickly to new tools and methods to maintain effective collaboration and ensure students achieve positive learning outcomes. Successful cooperation between departments, institutions, and other organizations requires preparation and sustainability throughout the semester to foster meaningful partnerships and support institutional goals. This dissertation applies the Resource Dependency Theory (RDT) to identify and define the challenges faced by GIS instructors, examining how they navigate these barriers by leveraging internal and external resources necessary to support student learning. The study aims to pinpoint the primary obstacles GIS instructors encounter and the strategies to overcome them when collaborating beyond their academic department. This research seeks to enhance the understanding of effective GIS education and collaboration practices by addressing these challenges. The research methodology includes qualitative data collection through focus groups, semi-structured interviews, and surveys, providing in-depth insights into the experiences of GIS instructors. The findings will offer valuable insights into how GIS instructors can improve resource utilization and establish successful partnerships. Additionally, this study will provide recommendations for to support GIS instructors in overcoming collaboration barriers. This dissertation aims to contribute to the broader discussion on the issues surrounding GIS education and collaboration. By addressing these challenges, instructors can improve partnerships across academic and professional settings in GIS education, leading to more integrated and effective teaching practices.
"]},{"key":"dc:title","label":"Title","values":["Unlocking Organizational Potential for GIS Collaboration in Higher Education"]}]}],"canonical_facts":{"dc:contributor":["Itamar Shabtai","Warren Roberts","Guillermo Douglass-Jaimes"],"dc:creator":["Paige, Charidy"],"dc:date.available":["2025-08-11T07:00:00Z"],"dc:description.abstract":["Hardware, performance, and complex interface issues are just a few barriers that Geographic Information Systems (GIS) instructors must overcome when collaborative efforts extend beyond their classrooms. As GIS technologies evolve, instructors must adapt quickly to new tools and methods to maintain effective collaboration and ensure students achieve positive learning outcomes. Successful cooperation between departments, institutions, and other organizations requires preparation and sustainability throughout the semester to foster meaningful partnerships and support institutional goals. This dissertation applies the Resource Dependency Theory (RDT) to identify and define the challenges faced by GIS instructors, examining how they navigate these barriers by leveraging internal and external resources necessary to support student learning. The study aims to pinpoint the primary obstacles GIS instructors encounter and the strategies to overcome them when collaborating beyond their academic department. This research seeks to enhance the understanding of effective GIS education and collaboration practices by addressing these challenges. The research methodology includes qualitative data collection through focus groups, semi-structured interviews, and surveys, providing in-depth insights into the experiences of GIS instructors. The findings will offer valuable insights into how GIS instructors can improve resource utilization and establish successful partnerships. Additionally, this study will provide recommendations for to support GIS instructors in overcoming collaboration barriers. This dissertation aims to contribute to the broader discussion on the issues surrounding GIS education and collaboration. By addressing these challenges, instructors can improve partnerships across academic and professional settings in GIS education, leading to more integrated and effective teaching practices.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/1003"],"dc:subject":["Geographic Information Sciences"],"dc:title":["Unlocking Organizational Potential for GIS Collaboration in Higher Education"],"thesis:degree_discipline":["Center for Information Systems and Technology"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Information Systems and Technology, PhD"]},"updated_at":"2026-07-24T01:41:09Z"}